• Title/Summary/Keyword: primary school teachers

Search Result 521, Processing Time 0.201 seconds

Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers (초등 교사를 위한 ADHD 아동 교수법 코칭 프로그램 개발 및 효과)

  • Park, Shin Jeong;Park, Wan Ju
    • Journal of Korean Academy of Nursing
    • /
    • v.47 no.3
    • /
    • pp.305-318
    • /
    • 2017
  • Purpose: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Methods: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. Results: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. Conclusion: The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

An analysis on the level of cognitive demands of mathematical tasks set up by pre-service elementary school teachers (초등예비교사의 수학수업에서의 학습과제의 인지적 수준 분석)

  • Kwon, Sungyong
    • Education of Primary School Mathematics
    • /
    • v.18 no.2
    • /
    • pp.61-75
    • /
    • 2015
  • This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

Analysis of Elementary School Teachers' Perception on Field Application of STEAM Education (융합인재교육(STEAM)의 현장적용에 대한 초등 교사들의 인식조사)

  • Lim, Soo-min;Kim, Youngshin;Lee, Tae-sang
    • Journal of Science Education
    • /
    • v.38 no.1
    • /
    • pp.133-143
    • /
    • 2014
  • The purpose of this study is to analyze elementary school teachers' perception on application of STEAM education. For this study, a survey was administered to 80 primary teachers. The result showed as follows: First, even though, elementary school teachers have known about the meaning and aims of the STEAM education in detail, they often took a neutral attitude toward the actual teaching method. In addition, they take a negative attitude toward having the gathering. Second, only a few elementary school teachers prepared and used the teaching materials related to the STEAM education in class and teach students the concept based on the STEAM education. Only a few elementary school teachers said that they used the developed modules. However, the demand, developing the modules, was extremely high. This result means that the easy and available modules should be developed to establish the STEAM education. Third, only a few elementary school teachers applied the subject, activity, and estimation related to the STEAM education in actual class. Forth, even though, after applying, there much be the positive affects, most elementary school teachers could not recognize the positive affects. At the same time, elementary school teachers suggested the curriculum should be reorganized for students to connect between the results of the STEAM education and the contents of the textbook, and the easy and available program should be developed and spread, also. The attitude of elementary school teachers toward the application of the STEAM education was normally negative. Therefore, it is needed to include more STEAM related contents in the science textbooks and to develop various STEAM education materials and circulate them as well as to establish adequate teaching and assessment methods for STEAM education.

  • PDF

A Study on the Recognition of Elementary School Teachers about Mathematical Descriptive Tests and Their Practices (초등 교사들의 수학과 서술형 평가에 대한 인식 및 실태)

  • Do, Joo-Won;Oh, Jee-Yeon;Gong, Jeone-In;Joo, Mi-Jung;Kim, Mi-Young;Lee, Dae-Hyun;Park, Man-Goo
    • Education of Primary School Mathematics
    • /
    • v.12 no.2
    • /
    • pp.63-80
    • /
    • 2009
  • In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

  • PDF

A Study on Teachers' Mathematical Beliefs and Constructivism (교사의 수학관과 구성주의)

  • 남승인
    • Education of Primary School Mathematics
    • /
    • v.2 no.1
    • /
    • pp.15-26
    • /
    • 1998
  • Teachers beliefs for the mathematics can have a powerful impact on how children go about learning mathematics, and theirs mathematical beliefs and abilities. In this study, \circled1 to divided teacher's mathematical beliefs into three - absolutism, progressive absolutism, constructivism - and to search into a theoretical characteristic, \circled2 to analyze and criticize the problems of the behaviorism and to investigate a point of basic view of the constructivism on mathematics education, \circled3 to suggest teacher's a role in mathematics learning be based on the constructivism perspective .

  • PDF

A Case Study on the Development of Elementary Mathematics Teaching Practices (사례 연구를 통한 초등학교 교사의 수학 교수법 개발에 관한 소고)

  • 방정숙
    • Education of Primary School Mathematics
    • /
    • v.5 no.2
    • /
    • pp.143-161
    • /
    • 2001
  • This paper explores how unequally successful mathematics practices were constructed in the two elementary mathematics classrooms. The interview data that pertain to the two teachers' personal reflections on the influences on their professional development were used as a source of inquiry to identify the underlying factors that might account for the differences and the similarities in implementing reform ideals in teaching mathematics. This affords not only exploration of the challenges of moving teaching practices toward student-centered approaches but also insight of the processes of developing mathematics teaching practices through teachers\`own career paths.

  • PDF

Awareness, Satisfaction, and Usage Patterns of Elementary School Teachers for Food Labeling in Busan (식품표시제도에 대한 부산지역 초등학교 교사의 인식, 만족도 및 이용실태)

  • Lee, Jeong-Sook
    • Journal of the Korean Dietetic Association
    • /
    • v.26 no.4
    • /
    • pp.254-268
    • /
    • 2020
  • This study examined the awareness, satisfaction, and usage patterns of 257 elementary school teachers for food labeling in Busan. The survey was conducted from April 15 to June 20, 2020, by questionnaires. The perception degree of food labeling was higher in female teachers than in male teachers and did not differ significantly among age groups. The score of the understanding degree was highest in their 20s and lowest in their 30s. The degree demand in their 50s was higher than in their 30s and 40s. The reliability degree in their 20s was higher than that of those in their 40s and 50s. The verification degree and satisfaction degree did not differ significantly with age or gender. The primary reason to check food labeling was 'to confirm harmful additives (31.9%)'. Among those in their 20s and 30s, the major reason for reviewing nutrition labeling was 'nutrient', while it was 'health improvement' was most important in those in their 40s and 50s. Of the subjects, 31.1% reported that the reason for the difficulty in understanding the label was 'various forms and the small letters'. The demand for the content was highest in trans fats. Apporximately 32.3% of the teachers were educated for food labeling; 42.4% of them taught food labeling, and 62.7% of them recognized the necessity of food labeling teaching. A correlation was observed between the demand for food labeling and understanding (r=0.586). Therefore, preparing education programs for teachers according to gender and age group and developing food additives-related programs will be necessary for strengthening the teachers' ability to manage their dietary life and educate students.

A Study on the Cause of Death of School Teachers in Korea (한국 교원의 사인에 관한 연구)

  • Lee, Sung-Kwan
    • Journal of Preventive Medicine and Public Health
    • /
    • v.20 no.1 s.21
    • /
    • pp.10-39
    • /
    • 1987
  • Mortality rate and causes of death are regarded as an index of strength as well as level of development of a country. However, there is no accurate data for the causes of death in Korea due to lack of systematic vital data collection system. The objective of this study was to define the causes of death of the school teachers, its changing pattern, cause-specific mortality rate, and geographic variation. The study population included all of the teachers in primary school, middle and high schools, and college who joined in Korean Teachers' Union between 1968 and 1985 that provided a total of 1,972, 069 person-years to observe (1,384,911 man-years, 587,158 woman-years). There were 3,678 deaths in this period (3,377 males, 301 females). The most common cause of death was neoplasm which was followed by the diseases of circulatory system. The proportion of death of neoplasm was 1.5 times higher than that of the general population. Causes of death were classified into 5 major groups (neoplasm, diseases of circulatory system, accidents and poisoning, diseases of liver, and all others). The mortality rates of diseases of circulatory system and all others for general population were 4 to S times higher than those for the teachers. However, mortality rates of neoplasm and diseases of liver were only about 2 times higher than those for teachers. Mortality rate of liver cancer for teachers was higher than gastric cancer mortality rate which is the reverse in general population. The crude death rate was 2.12 per 1,000 person-years for male and 1.00 for female which is one-third of the crude death rate of general population. Crude death rate of study population was higher in rural area than in urban area. However, mortality rate of neoplasm for male was higher in urban area than in rural area while mortality rates of all other causes were higher in rural area. For female, mortality rates of neoplasm and diseases of circulatory system were higher in urban area and the rates for all other causes were higher in rural area. Crude death rate was lowest in Gyeongin area and highest in Yeongnam area. The mortality of neoplasm for male accounted the highest proportion of all death in Gyeongin, Chungcheong and Yeoungnam areas while the mortality of neoplasm and mortality of circulatory system accounted the same proportion in Jeonra area. For female, the mortality of disease of circulatory system accounted the highest proportion in Gyeongin and Yeoungnam and Jeonra areas. Proportion of death due to accidents and poisoning was high in Chungcheong area and death due to all other causes was high in Yeoungnam area. The most common cause of death for male by city and province was neoplasm in Seoul, Busan, Daegu, Gyeonggi, Chungnam, Chungbuk, Gyeongnam and Gyeongbuk. Diseases of circulatory system was the leading cause of death in the rest of city and provinces. The leading cause of death for female was diseases of circulatory system in Seoul, Incheon, Chungbuk, Chungnam, and Gyeongbuk, neoplasm in Busan, and accident and poisons in all other cities and provinces. The mortality rates of male were above 2 per 1,000 person-years in Jeju, Gyeongbuk, Gyeongnam, Daegu, and Chungbuk, and it was below 1.5/l,000 in Seoul, Incheon and Gyeonggi. The mortality rate of female was above 1.2/1,000 person-years in Gyeongnam and Incheon while it was below 0.5/l,000 in Daegu, Geonggi Chungbuk and Jeju. The leading cause for male by school of employment was neoplasm in all levels of school with a remarkably higher rate in the professors of college. Leading cause of death for female was disease of circulatory system in primary schools, high schools and college but neoplasm in middle schools. There was no death due to liver diseases in middle and high school teachers and college professors and no death due to all other category in high school teachers and college professors, in females. High school teachers and the highest mortality rate and college professors showed the lowest mortality rate. Temporal trend of mortality was examined in three periods; period I ($1968{\sim}1974$), period II ($1975{\sim}1979$), and period III ($1980{\sim}1985$). The leading cause of death for male was diseases of circulatory system in period I and II but neoplasm in period III. Such trend of decreasing diseases of circulatory system and increasing neoplasm was observed in female. Overall mortality rate was decreased over the 3 periods. The mortality rates of diseases of circulatory system, liver disease and all others were decreased in male but the mortality rates of neoplasm and accident and posions was increased. Female showed a similar trend to male but the mortality rate of liver diseases was increased. Mortality rates of diseases of circulatory system, neoplasm and liver diseases increased with age of teachers up to 50 years of age but decreased in 60 years of age. Mean age at death due to each cause was higher in male than female by $4{\sim}10$ years. However, the mean age at death of the teachers was $2{\sim}5$ years lower than that of the general population in all causes of death and the sex difference in the mean a2e at death was smaller ($2{\sim}3$ years) in general population. In sex ratio of mortality, male was higher than female in almost all diseases except suicide and maintained a high ratio. The general population showed universally high ratio in male like teachers, and more or less did regular patterns in mortality with ratio smaller.

  • PDF

Continuing professional development through novice teacher mentoring after in-service English teacher training (초임 교사 멘토링을 통한 영어교사 심화연수 후 지속적 전문성 신장에 대한 사례연구)

  • Chang, Kyung-Suk;Kim, Chi-Young;Jung, Kyu-Tae
    • English Language & Literature Teaching
    • /
    • v.17 no.2
    • /
    • pp.219-245
    • /
    • 2011
  • This case study aims to investigate how a primary English teacher's professional development was pursued through novice teacher mentoring after the six-month intensive in-service teacher training program(IIETTP). The teacher was involved in mentoring two novice teachers working at the same school. They observed each other's classes and exchanged their views on the classes, focusing on areas to be improved. The observation was done within a framework that consisted of pre-, during- and post-observation sessions. Data was gathered through retrospective entries kept after the post-observation meetings. The entries were categorized according to their saliency, frequency and recurring patterns identified. The findings reveal that learning from the training course could be applied professionally and could serve to bridge the gap between training and teaching. It is also shown that the mentee teachers' professional development was enhanced and the mentor teacher herself benefited from the collaborative learning process involved with working with the novice teachers. Some suggestions are made for the effective implementation of school-based teacher development programs after the IIETTP.

  • PDF

Analysis on South Korean Elementary Teachers' Anxiety for Teaching Mathematics (초등교사의 수학 교수 불안과 교사 성별 및 경력의 상관관계 분석 연구)

  • Kim, Ri Na
    • Education of Primary School Mathematics
    • /
    • v.18 no.3
    • /
    • pp.191-201
    • /
    • 2015
  • In this study, I used McAnallen Anxiety in Mathematics Teaching Survey Tool to analyze 214 South Korean elementary teachers' anxiety for teaching mathematics. From the analysis of ANOVA and Regression Model, I found that there are statistically significant differences among teachers regarding anxiety for teaching mathematics according to their academic backgrounds, certification levels and teaching experiences. On the other hand, there is no statistically significant difference according to their gender. From the findings of this study, I found that there is a possibility of reducing teachers' anxiety for teaching mathematics with teacher education programs.